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ifferentwriting skills at various cognitive levels.Since the major shift that in the direction of cognitive psychology, manyresearchers had paid much more attention on the elements that fostered writtenproducts, especially the psychological and cognitive processes which are intrinsic towriting. The researchers who agreed that a process approach to writing shouldfocused on how the completed text was created. In fact, writing is an activity to solveproblem via cognitive processing. Later, the process theory of writing was fiercelyattacked, and the importance of context of writing was attracted researchers’ eyes.Horowitz (1986b: 447) asserted that “the form in which a writer expresses meaningowes just as much to the constraints of the writing situation as it does to the writer’smental processes”.

Chapter Three Methodology............ 22-30
    3.1 Research Questions ..........22
    3.2 Research Subject.......... 22
    3.3 Research Criteria.......... 22-23
    3.4 Research Framework ..........23-25
    3.5 Instruments ..........25-28
    3.6 Data Collectio..........28
    3.7 Data Analysis.......... 28-29
    3.8 Summary ..........29-30
Chapter Four Findings and Discussion.......... 30-55
    4.1 Characteristics of the Rubric.......... 30-36
    4.2 Characteristics of the Input.......... 36-48
        4.2.1 Format ..........37-42
        4.2.2 Topic Area.......... 42-47
        4.2.3 Genre.......... 47-48
    4.3 Characteristics of the Expected Response.......... 48-51
        4.3.1 Type of Response.......... 48-49
        4.3.2 Language of Expected Response ..........49-51
    4.4 Relationship between Input and Expected Response.......... 51-52
    4.5 Results of the Writing Exam Paper and Discussion.......... 52-53
    4.6 Results of Interviews and Discussion.......... 53
    4.7 Summary.......... 53-55
Chapter Five Conclusion.......... 55-58
    5.1 Summary of the Major Findings..........55-56
    5.2 Implications of the Study ..........56
    5.3 Limitations of the Study.......... 56-57
5.4 Recommendations for Further Research.......... 57-58

Conclusion

In order to improve their teaching, the English major teachers should wellunderstand the content validity of writing test in TEM4. From the findings of genreand topic area, we know the main genre of writing in TEM4 is argumentation andtheir topics are closely relevant to societies and daily life, therefore, teachers wouldbetter give students practice on other genre of writing and apply teaching materials inthe extensive topic areas. In addition, the teachers should also include pretest trainingin their teaching plan. Based on the analysis of students’ response, English major students should havethe awareness of enhance their writing ability according to their writing weakness.Meanwhi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。